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  1. 1. I am not a speed reader. I am a speed understander. ~ Isaac Asimov ~ Reading Strategies in the EFLReading Strategies in the EFL ClassroomClassroom
  2. 2. A PROVOCATIVE THOUGHTA PROVOCATIVE THOUGHT ¨What is urgent is to reconcile these children with reading. Personally I do it in class by reading novels aloud, by talking to them about literature and by "telling them stories". The aim of Reads Like a Novel was to show what I do in this area without building it up into a "method". The Power of Books Interview with Daniel Pennac
  3. 3. AGENDAAGENDA Definitions. Purposes when reading. Why reading in English? Why don´t people read in English? Teacher´s responsibilities Implications. ReadingActivities. The process. The Reader and his Rights. Keys to positive reading.
  4. 4. Readers must feel in an equal relationship withReaders must feel in an equal relationship with the writer through different options whenthe writer through different options when reading a text.reading a text.
  5. 5. PURPOSES WHEN READPURPOSES WHEN READING Reading for  survival  learning pleasure Different purposes, different processes. Making sense of texts.
  6. 6. WHY READING IN ENGLISH?  To get a useful skill,  to improve the language,  to get familiar with the language,  to understand the shades of meaning in a particular context.
  7. 7. WHY DON´T PEOPLE READ INWHY DON´T PEOPLE READ IN ENGLISH?ENGLISH? Lack of confidence  Reading in English is different from reading in L1.
  8. 8. TEACHER´S RESPONSIBILITIESTEACHER´S RESPONSIBILITIES Helping students to develop effective reading strategies go beyond reading as a chore ¨ If readers do not readforpleasure intheirmother- tonguetheyare highlyunlikelyto do so inasecond orforeign language.¨ (Wallace : 1 1 9 2; 7 )
  9. 9. IMPLICATIONSIMPLICATIONSMotivatereaders so theycan readformorethananswering questions. Seereadingas part of genuine communication. Createopportunities of simulating¨ real-life¨ reading options inclass. Readingseennot onlyas a chore.
  11. 11. THE PROCESSTHE PROCESS Pre-reading activities While reading activities Post-reading activities
  12. 12. THE READER AND HIS RIGHTSTHE READER AND HIS RIGHTS according toaccording to 1)The right to not read, 2)The right to skip pages, 3)The right to not finish a book, 4)  The right to reread, 5)The right to read anything, 6)The right to“Bovary-ism,” a textually-transmitted disease, 7)The right to read anywhere, 8  The right to sample and steal (“grappiller”), 9)The right to read out- loud, 10) The right to be silent.
  13. 13. KEYS TO POSITIVE READINGKEYS TO POSITIVE READING  Regular opportunities to read and respond to literature.  Explore independent reading.  Rich writing experiences .  Reading for personal purposes.  Reading as a tool for learning from all subject areas.  Reading for vocabulary development.  Reading to link background knowledge and new content from the texts.  Reading for using different strategies with different texts.  
  14. 14. REFERENCEREFERENCE  DAVIS, Stephanie. Motivation and Reading in the EFL Classroom - Why don't Advanced Learners Enjoy Reading?  CORREIA, Rosane. Encouraging Critical Reading in the EFL classroom.  PENNAC, Daniel. Comme un Roman. 
  15. 15. Read as you taste fruit or savor wine, or enjoy friendship, love or life. ~ George Holbrook Jackson ~ Thanks for your kindness and have aThanks for your kindness and have a great Readinggreat Reading time!time!